the use of realia in the teaching of french in our secondary schools

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The Use of Realia in the Teaching of French in Our Secondary Schools Author(s): Gladys Anne Renshaw Source: The Modern Language Journal, Vol. 11, No. 6 (Mar., 1927), pp. 353-358 Published by: Wiley on behalf of the National Federation of Modern Language Teachers Associations Stable URL: http://www.jstor.org/stable/313957 . Accessed: 24/06/2014 22:16 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . Wiley and National Federation of Modern Language Teachers Associations are collaborating with JSTOR to digitize, preserve and extend access to The Modern Language Journal. http://www.jstor.org This content downloaded from 185.44.77.125 on Tue, 24 Jun 2014 22:16:01 PM All use subject to JSTOR Terms and Conditions

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Page 1: The Use of Realia in the Teaching of French in Our Secondary Schools

The Use of Realia in the Teaching of French in Our Secondary SchoolsAuthor(s): Gladys Anne RenshawSource: The Modern Language Journal, Vol. 11, No. 6 (Mar., 1927), pp. 353-358Published by: Wiley on behalf of the National Federation of Modern Language Teachers AssociationsStable URL: http://www.jstor.org/stable/313957 .

Accessed: 24/06/2014 22:16

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].

.

Wiley and National Federation of Modern Language Teachers Associations are collaborating with JSTOR todigitize, preserve and extend access to The Modern Language Journal.

http://www.jstor.org

This content downloaded from 185.44.77.125 on Tue, 24 Jun 2014 22:16:01 PMAll use subject to JSTOR Terms and Conditions

Page 2: The Use of Realia in the Teaching of French in Our Secondary Schools

THE USE OF REALIA IN THE TEACHING OF FRENCH IN OUR SECONDARY SCHOOLS

IN TEACHING a modern foreign language in the Secondary Schools we are concerned with immediate aims and ultimate

aims, and these immediate aims, to read, understand, and speak the foreign language, are only the preparation for the ultimate value or a get-readiness for the goal. We call this goal culture, which includes a great many things and has from our point of view a great many definitions. May we not transfer a definition recently heard and say it is "that which is left when everything else has gone"? We may keep closer to the dictionary and define it as enlightenment or civilization. Enlightenment as to the history, literature, art, customs, institutions, thoughts, manners, character, and ideals of another nation is the only means of knowing or under- standing that nation and a very sure means of knowing and understanding to a higher degree our own nation. Let us keep in mind that to know and understand another nation is to learn the language of that nation, and to learn its language is to know its people. The two should be inseparable.

What can we as teachers of modern languages do to "inoculate the thousands of young people in our Secondary Schools with the spirit of other great contemporary nations?"' Every means to the end should be employed, and the most important means is the use of Realia. According to Brebner in The Method of Teaching Modern Languages, "Realia" means real things or realities. It covers everything that is illustrative of a nation's real life and thought-its literature, history, and geography, its institutions, manners and customs. Objects, maps, pictures, etc., are not "Realia"; however, they illustrate the national facts or "realities." In discussing the use of realia in this paper, the word will be extended to express any means to which the teacher may have recourse to stimulate the interest of the pupil in the study of the foreign language and nation.

A child is by nature inquisitive, he wants to know; and after he knows he usually wants to tell what he knows. If we as teachers take advantage of these qualities-because they are qualities in

1 Adapted from G. Stanley Hall-quoted in Handschin: Method of Teaching Modern Languages.

353

THE USE OF REALIA IN THE TEACHING OF FRENCH IN OUR SECONDARY SCHOOLS

IN TEACHING a modern foreign language in the Secondary Schools we are concerned with immediate aims and ultimate

aims, and these immediate aims, to read, understand, and speak the foreign language, are only the preparation for the ultimate value or a get-readiness for the goal. We call this goal culture, which includes a great many things and has from our point of view a great many definitions. May we not transfer a definition recently heard and say it is "that which is left when everything else has gone"? We may keep closer to the dictionary and define it as enlightenment or civilization. Enlightenment as to the history, literature, art, customs, institutions, thoughts, manners, character, and ideals of another nation is the only means of knowing or under- standing that nation and a very sure means of knowing and understanding to a higher degree our own nation. Let us keep in mind that to know and understand another nation is to learn the language of that nation, and to learn its language is to know its people. The two should be inseparable.

What can we as teachers of modern languages do to "inoculate the thousands of young people in our Secondary Schools with the spirit of other great contemporary nations?"' Every means to the end should be employed, and the most important means is the use of Realia. According to Brebner in The Method of Teaching Modern Languages, "Realia" means real things or realities. It covers everything that is illustrative of a nation's real life and thought-its literature, history, and geography, its institutions, manners and customs. Objects, maps, pictures, etc., are not "Realia"; however, they illustrate the national facts or "realities." In discussing the use of realia in this paper, the word will be extended to express any means to which the teacher may have recourse to stimulate the interest of the pupil in the study of the foreign language and nation.

A child is by nature inquisitive, he wants to know; and after he knows he usually wants to tell what he knows. If we as teachers take advantage of these qualities-because they are qualities in

1 Adapted from G. Stanley Hall-quoted in Handschin: Method of Teaching Modern Languages.

353

THE USE OF REALIA IN THE TEACHING OF FRENCH IN OUR SECONDARY SCHOOLS

IN TEACHING a modern foreign language in the Secondary Schools we are concerned with immediate aims and ultimate

aims, and these immediate aims, to read, understand, and speak the foreign language, are only the preparation for the ultimate value or a get-readiness for the goal. We call this goal culture, which includes a great many things and has from our point of view a great many definitions. May we not transfer a definition recently heard and say it is "that which is left when everything else has gone"? We may keep closer to the dictionary and define it as enlightenment or civilization. Enlightenment as to the history, literature, art, customs, institutions, thoughts, manners, character, and ideals of another nation is the only means of knowing or under- standing that nation and a very sure means of knowing and understanding to a higher degree our own nation. Let us keep in mind that to know and understand another nation is to learn the language of that nation, and to learn its language is to know its people. The two should be inseparable.

What can we as teachers of modern languages do to "inoculate the thousands of young people in our Secondary Schools with the spirit of other great contemporary nations?"' Every means to the end should be employed, and the most important means is the use of Realia. According to Brebner in The Method of Teaching Modern Languages, "Realia" means real things or realities. It covers everything that is illustrative of a nation's real life and thought-its literature, history, and geography, its institutions, manners and customs. Objects, maps, pictures, etc., are not "Realia"; however, they illustrate the national facts or "realities." In discussing the use of realia in this paper, the word will be extended to express any means to which the teacher may have recourse to stimulate the interest of the pupil in the study of the foreign language and nation.

A child is by nature inquisitive, he wants to know; and after he knows he usually wants to tell what he knows. If we as teachers take advantage of these qualities-because they are qualities in

1 Adapted from G. Stanley Hall-quoted in Handschin: Method of Teaching Modern Languages.

353

THE USE OF REALIA IN THE TEACHING OF FRENCH IN OUR SECONDARY SCHOOLS

IN TEACHING a modern foreign language in the Secondary Schools we are concerned with immediate aims and ultimate

aims, and these immediate aims, to read, understand, and speak the foreign language, are only the preparation for the ultimate value or a get-readiness for the goal. We call this goal culture, which includes a great many things and has from our point of view a great many definitions. May we not transfer a definition recently heard and say it is "that which is left when everything else has gone"? We may keep closer to the dictionary and define it as enlightenment or civilization. Enlightenment as to the history, literature, art, customs, institutions, thoughts, manners, character, and ideals of another nation is the only means of knowing or under- standing that nation and a very sure means of knowing and understanding to a higher degree our own nation. Let us keep in mind that to know and understand another nation is to learn the language of that nation, and to learn its language is to know its people. The two should be inseparable.

What can we as teachers of modern languages do to "inoculate the thousands of young people in our Secondary Schools with the spirit of other great contemporary nations?"' Every means to the end should be employed, and the most important means is the use of Realia. According to Brebner in The Method of Teaching Modern Languages, "Realia" means real things or realities. It covers everything that is illustrative of a nation's real life and thought-its literature, history, and geography, its institutions, manners and customs. Objects, maps, pictures, etc., are not "Realia"; however, they illustrate the national facts or "realities." In discussing the use of realia in this paper, the word will be extended to express any means to which the teacher may have recourse to stimulate the interest of the pupil in the study of the foreign language and nation.

A child is by nature inquisitive, he wants to know; and after he knows he usually wants to tell what he knows. If we as teachers take advantage of these qualities-because they are qualities in

1 Adapted from G. Stanley Hall-quoted in Handschin: Method of Teaching Modern Languages.

353

THE USE OF REALIA IN THE TEACHING OF FRENCH IN OUR SECONDARY SCHOOLS

IN TEACHING a modern foreign language in the Secondary Schools we are concerned with immediate aims and ultimate

aims, and these immediate aims, to read, understand, and speak the foreign language, are only the preparation for the ultimate value or a get-readiness for the goal. We call this goal culture, which includes a great many things and has from our point of view a great many definitions. May we not transfer a definition recently heard and say it is "that which is left when everything else has gone"? We may keep closer to the dictionary and define it as enlightenment or civilization. Enlightenment as to the history, literature, art, customs, institutions, thoughts, manners, character, and ideals of another nation is the only means of knowing or under- standing that nation and a very sure means of knowing and understanding to a higher degree our own nation. Let us keep in mind that to know and understand another nation is to learn the language of that nation, and to learn its language is to know its people. The two should be inseparable.

What can we as teachers of modern languages do to "inoculate the thousands of young people in our Secondary Schools with the spirit of other great contemporary nations?"' Every means to the end should be employed, and the most important means is the use of Realia. According to Brebner in The Method of Teaching Modern Languages, "Realia" means real things or realities. It covers everything that is illustrative of a nation's real life and thought-its literature, history, and geography, its institutions, manners and customs. Objects, maps, pictures, etc., are not "Realia"; however, they illustrate the national facts or "realities." In discussing the use of realia in this paper, the word will be extended to express any means to which the teacher may have recourse to stimulate the interest of the pupil in the study of the foreign language and nation.

A child is by nature inquisitive, he wants to know; and after he knows he usually wants to tell what he knows. If we as teachers take advantage of these qualities-because they are qualities in

1 Adapted from G. Stanley Hall-quoted in Handschin: Method of Teaching Modern Languages.

353

This content downloaded from 185.44.77.125 on Tue, 24 Jun 2014 22:16:01 PMAll use subject to JSTOR Terms and Conditions

Page 3: The Use of Realia in the Teaching of French in Our Secondary Schools

GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW

the learning of a foreign language-our task is not a difficult one. Our practice should be to slip in atmospheric information wherever the occasion presents itself, and when necessary to produce the occasion. A modern language teacher has an infinite advantage over teachers of other subjects, for instance of mathematics, Latin, civics. The interest is already there, it is only necessary to keep it alive and increase it. A modern language interests any child, it is a toy in his hands, he is curious to see what he can do with it and then he wants others to see what he has done. A great deal therefore in the study of Realia can be done by the student himself, even a beginner, with only a few suggestions from the teacher.

Several years ago a scheme was devised by Miss Frances Sabin, at the time a member of the classical department of the University of Wisconsin, whose purpose was to show that Latin is not as dead a language as it is generally accepted to be, and to show the relation of Latin to every day life. We do not have to prove the "wide-awakeness" of our subject, but we do have to make our students feel the vitality of French as soon as they begin the study of the language. A modification of the classical plan would be very helpful. From the very first day we can keep the students on the alert for all things French. The class can be divided into groups and each group be assigned some topic for

investigation, the results of which may be written or pasted day by day (outside of class hours), as the material is found, on large cardboards hanging in the class room for that purpose. For instance, Group I may have as its topic: Mots franqais dont nous nous servons dans l'anglais courant. No doubt the words will start coming in soon and fast; Au revoir, negligee, coiffure, brassiere, chiffonniere, tulle, chiffon, pique, lavalliere, nee (English crossword puzzles have probably taught the American public that this is a French word), bonbon fondant, R.S.V.P., etc. And let us hope that the students will discover that Cluny lace and Valenciennes connect with French. Here is our chance to tell the students that the great painter Watteau was born in Valenciennes. See what this will lead to if we are fortunate in having a Watteau hanging on the wall. Group II may have this topic: Mots francais qui se trouvent dans le menu Americain. Petits pois, mayonnaise, cafe noir, demi-tasse, menu, a la mode, (pie a la mode), biscuit glace,

the learning of a foreign language-our task is not a difficult one. Our practice should be to slip in atmospheric information wherever the occasion presents itself, and when necessary to produce the occasion. A modern language teacher has an infinite advantage over teachers of other subjects, for instance of mathematics, Latin, civics. The interest is already there, it is only necessary to keep it alive and increase it. A modern language interests any child, it is a toy in his hands, he is curious to see what he can do with it and then he wants others to see what he has done. A great deal therefore in the study of Realia can be done by the student himself, even a beginner, with only a few suggestions from the teacher.

Several years ago a scheme was devised by Miss Frances Sabin, at the time a member of the classical department of the University of Wisconsin, whose purpose was to show that Latin is not as dead a language as it is generally accepted to be, and to show the relation of Latin to every day life. We do not have to prove the "wide-awakeness" of our subject, but we do have to make our students feel the vitality of French as soon as they begin the study of the language. A modification of the classical plan would be very helpful. From the very first day we can keep the students on the alert for all things French. The class can be divided into groups and each group be assigned some topic for

investigation, the results of which may be written or pasted day by day (outside of class hours), as the material is found, on large cardboards hanging in the class room for that purpose. For instance, Group I may have as its topic: Mots franqais dont nous nous servons dans l'anglais courant. No doubt the words will start coming in soon and fast; Au revoir, negligee, coiffure, brassiere, chiffonniere, tulle, chiffon, pique, lavalliere, nee (English crossword puzzles have probably taught the American public that this is a French word), bonbon fondant, R.S.V.P., etc. And let us hope that the students will discover that Cluny lace and Valenciennes connect with French. Here is our chance to tell the students that the great painter Watteau was born in Valenciennes. See what this will lead to if we are fortunate in having a Watteau hanging on the wall. Group II may have this topic: Mots francais qui se trouvent dans le menu Americain. Petits pois, mayonnaise, cafe noir, demi-tasse, menu, a la mode, (pie a la mode), biscuit glace,

the learning of a foreign language-our task is not a difficult one. Our practice should be to slip in atmospheric information wherever the occasion presents itself, and when necessary to produce the occasion. A modern language teacher has an infinite advantage over teachers of other subjects, for instance of mathematics, Latin, civics. The interest is already there, it is only necessary to keep it alive and increase it. A modern language interests any child, it is a toy in his hands, he is curious to see what he can do with it and then he wants others to see what he has done. A great deal therefore in the study of Realia can be done by the student himself, even a beginner, with only a few suggestions from the teacher.

Several years ago a scheme was devised by Miss Frances Sabin, at the time a member of the classical department of the University of Wisconsin, whose purpose was to show that Latin is not as dead a language as it is generally accepted to be, and to show the relation of Latin to every day life. We do not have to prove the "wide-awakeness" of our subject, but we do have to make our students feel the vitality of French as soon as they begin the study of the language. A modification of the classical plan would be very helpful. From the very first day we can keep the students on the alert for all things French. The class can be divided into groups and each group be assigned some topic for

investigation, the results of which may be written or pasted day by day (outside of class hours), as the material is found, on large cardboards hanging in the class room for that purpose. For instance, Group I may have as its topic: Mots franqais dont nous nous servons dans l'anglais courant. No doubt the words will start coming in soon and fast; Au revoir, negligee, coiffure, brassiere, chiffonniere, tulle, chiffon, pique, lavalliere, nee (English crossword puzzles have probably taught the American public that this is a French word), bonbon fondant, R.S.V.P., etc. And let us hope that the students will discover that Cluny lace and Valenciennes connect with French. Here is our chance to tell the students that the great painter Watteau was born in Valenciennes. See what this will lead to if we are fortunate in having a Watteau hanging on the wall. Group II may have this topic: Mots francais qui se trouvent dans le menu Americain. Petits pois, mayonnaise, cafe noir, demi-tasse, menu, a la mode, (pie a la mode), biscuit glace,

the learning of a foreign language-our task is not a difficult one. Our practice should be to slip in atmospheric information wherever the occasion presents itself, and when necessary to produce the occasion. A modern language teacher has an infinite advantage over teachers of other subjects, for instance of mathematics, Latin, civics. The interest is already there, it is only necessary to keep it alive and increase it. A modern language interests any child, it is a toy in his hands, he is curious to see what he can do with it and then he wants others to see what he has done. A great deal therefore in the study of Realia can be done by the student himself, even a beginner, with only a few suggestions from the teacher.

Several years ago a scheme was devised by Miss Frances Sabin, at the time a member of the classical department of the University of Wisconsin, whose purpose was to show that Latin is not as dead a language as it is generally accepted to be, and to show the relation of Latin to every day life. We do not have to prove the "wide-awakeness" of our subject, but we do have to make our students feel the vitality of French as soon as they begin the study of the language. A modification of the classical plan would be very helpful. From the very first day we can keep the students on the alert for all things French. The class can be divided into groups and each group be assigned some topic for

investigation, the results of which may be written or pasted day by day (outside of class hours), as the material is found, on large cardboards hanging in the class room for that purpose. For instance, Group I may have as its topic: Mots franqais dont nous nous servons dans l'anglais courant. No doubt the words will start coming in soon and fast; Au revoir, negligee, coiffure, brassiere, chiffonniere, tulle, chiffon, pique, lavalliere, nee (English crossword puzzles have probably taught the American public that this is a French word), bonbon fondant, R.S.V.P., etc. And let us hope that the students will discover that Cluny lace and Valenciennes connect with French. Here is our chance to tell the students that the great painter Watteau was born in Valenciennes. See what this will lead to if we are fortunate in having a Watteau hanging on the wall. Group II may have this topic: Mots francais qui se trouvent dans le menu Americain. Petits pois, mayonnaise, cafe noir, demi-tasse, menu, a la mode, (pie a la mode), biscuit glace,

the learning of a foreign language-our task is not a difficult one. Our practice should be to slip in atmospheric information wherever the occasion presents itself, and when necessary to produce the occasion. A modern language teacher has an infinite advantage over teachers of other subjects, for instance of mathematics, Latin, civics. The interest is already there, it is only necessary to keep it alive and increase it. A modern language interests any child, it is a toy in his hands, he is curious to see what he can do with it and then he wants others to see what he has done. A great deal therefore in the study of Realia can be done by the student himself, even a beginner, with only a few suggestions from the teacher.

Several years ago a scheme was devised by Miss Frances Sabin, at the time a member of the classical department of the University of Wisconsin, whose purpose was to show that Latin is not as dead a language as it is generally accepted to be, and to show the relation of Latin to every day life. We do not have to prove the "wide-awakeness" of our subject, but we do have to make our students feel the vitality of French as soon as they begin the study of the language. A modification of the classical plan would be very helpful. From the very first day we can keep the students on the alert for all things French. The class can be divided into groups and each group be assigned some topic for

investigation, the results of which may be written or pasted day by day (outside of class hours), as the material is found, on large cardboards hanging in the class room for that purpose. For instance, Group I may have as its topic: Mots franqais dont nous nous servons dans l'anglais courant. No doubt the words will start coming in soon and fast; Au revoir, negligee, coiffure, brassiere, chiffonniere, tulle, chiffon, pique, lavalliere, nee (English crossword puzzles have probably taught the American public that this is a French word), bonbon fondant, R.S.V.P., etc. And let us hope that the students will discover that Cluny lace and Valenciennes connect with French. Here is our chance to tell the students that the great painter Watteau was born in Valenciennes. See what this will lead to if we are fortunate in having a Watteau hanging on the wall. Group II may have this topic: Mots francais qui se trouvent dans le menu Americain. Petits pois, mayonnaise, cafe noir, demi-tasse, menu, a la mode, (pie a la mode), biscuit glace,

354 354 354 354 354

This content downloaded from 185.44.77.125 on Tue, 24 Jun 2014 22:16:01 PMAll use subject to JSTOR Terms and Conditions

Page 4: The Use of Realia in the Teaching of French in Our Secondary Schools

THE USE OF REALIA THE USE OF REALIA THE USE OF REALIA THE USE OF REALIA THE USE OF REALIA

champagne (alas!), hors d'e,uvres, will probably head the list. Group III would be interested in cutting out from magazines and newspapers any French word or expression found. It is almost impossible to read fiction without meeting such words and expres- sions as chef d'euvre, comme il faut, cherie, raison d'etre, savoir faire, embonpoint, costume de rigueur, sans souci, piece de resistance, etc. Group IV might be on the watch for advertisements or labels with any French words. This card would be particularly attractive to young people with its label for Petit Pois, Cafe du Monde, Bon Ami, its advertisement for Quelques Fleurs perfume (of course powders and perfumes will furnish a great number).

I have not by any means exhausted the possibilities for topics. I have said nothing of French novels and plays represented at the movies, Les Miserables, Les Trois Mousquetaires, Eugenie Grandet, Cyrano de Bergerac, etc., nor have I mentioned the chart that would deal with newspaper clippings which pertain to France, or the chart exhibiting French literary allusions. This last topic would be better for an advanced class. Instead of separating the class into groups for these various investigations it might be well, in order to arouse competition, to have one topic, the same one, assigned to every class.

The time spent in the class room is so limited that one must do all that one can to fill the language room with atmosphere, so that the pupils can be oversaturated while they are exposed to their French. I remember once visiting a class room which had a huge sign in the most conspicuous spot in the room: "Ici on parle frangais." At the time I thought it was an excellent warning for the students, but now I wonder if instead of creating French atmosphere, it didn't, on the contrary, destroy the atmosphere through the association the students probably formed between this sign and the American department store which invites. the patronage of the foreigner in its city. French life, history, and literature can be taught to a great extent by the pictures we have on the walls. Our space is limited, but we can find room for a few pictures which will represent the art and some phase of the life of the country or its literature and history. Every class room should have a French flag, a French calendar, a map of France with the names in French. Kirkman2 suggests that one side of the

' Kirkman: The Teaching of Foreign Languages.

champagne (alas!), hors d'e,uvres, will probably head the list. Group III would be interested in cutting out from magazines and newspapers any French word or expression found. It is almost impossible to read fiction without meeting such words and expres- sions as chef d'euvre, comme il faut, cherie, raison d'etre, savoir faire, embonpoint, costume de rigueur, sans souci, piece de resistance, etc. Group IV might be on the watch for advertisements or labels with any French words. This card would be particularly attractive to young people with its label for Petit Pois, Cafe du Monde, Bon Ami, its advertisement for Quelques Fleurs perfume (of course powders and perfumes will furnish a great number).

I have not by any means exhausted the possibilities for topics. I have said nothing of French novels and plays represented at the movies, Les Miserables, Les Trois Mousquetaires, Eugenie Grandet, Cyrano de Bergerac, etc., nor have I mentioned the chart that would deal with newspaper clippings which pertain to France, or the chart exhibiting French literary allusions. This last topic would be better for an advanced class. Instead of separating the class into groups for these various investigations it might be well, in order to arouse competition, to have one topic, the same one, assigned to every class.

The time spent in the class room is so limited that one must do all that one can to fill the language room with atmosphere, so that the pupils can be oversaturated while they are exposed to their French. I remember once visiting a class room which had a huge sign in the most conspicuous spot in the room: "Ici on parle frangais." At the time I thought it was an excellent warning for the students, but now I wonder if instead of creating French atmosphere, it didn't, on the contrary, destroy the atmosphere through the association the students probably formed between this sign and the American department store which invites. the patronage of the foreigner in its city. French life, history, and literature can be taught to a great extent by the pictures we have on the walls. Our space is limited, but we can find room for a few pictures which will represent the art and some phase of the life of the country or its literature and history. Every class room should have a French flag, a French calendar, a map of France with the names in French. Kirkman2 suggests that one side of the

' Kirkman: The Teaching of Foreign Languages.

champagne (alas!), hors d'e,uvres, will probably head the list. Group III would be interested in cutting out from magazines and newspapers any French word or expression found. It is almost impossible to read fiction without meeting such words and expres- sions as chef d'euvre, comme il faut, cherie, raison d'etre, savoir faire, embonpoint, costume de rigueur, sans souci, piece de resistance, etc. Group IV might be on the watch for advertisements or labels with any French words. This card would be particularly attractive to young people with its label for Petit Pois, Cafe du Monde, Bon Ami, its advertisement for Quelques Fleurs perfume (of course powders and perfumes will furnish a great number).

I have not by any means exhausted the possibilities for topics. I have said nothing of French novels and plays represented at the movies, Les Miserables, Les Trois Mousquetaires, Eugenie Grandet, Cyrano de Bergerac, etc., nor have I mentioned the chart that would deal with newspaper clippings which pertain to France, or the chart exhibiting French literary allusions. This last topic would be better for an advanced class. Instead of separating the class into groups for these various investigations it might be well, in order to arouse competition, to have one topic, the same one, assigned to every class.

The time spent in the class room is so limited that one must do all that one can to fill the language room with atmosphere, so that the pupils can be oversaturated while they are exposed to their French. I remember once visiting a class room which had a huge sign in the most conspicuous spot in the room: "Ici on parle frangais." At the time I thought it was an excellent warning for the students, but now I wonder if instead of creating French atmosphere, it didn't, on the contrary, destroy the atmosphere through the association the students probably formed between this sign and the American department store which invites. the patronage of the foreigner in its city. French life, history, and literature can be taught to a great extent by the pictures we have on the walls. Our space is limited, but we can find room for a few pictures which will represent the art and some phase of the life of the country or its literature and history. Every class room should have a French flag, a French calendar, a map of France with the names in French. Kirkman2 suggests that one side of the

' Kirkman: The Teaching of Foreign Languages.

champagne (alas!), hors d'e,uvres, will probably head the list. Group III would be interested in cutting out from magazines and newspapers any French word or expression found. It is almost impossible to read fiction without meeting such words and expres- sions as chef d'euvre, comme il faut, cherie, raison d'etre, savoir faire, embonpoint, costume de rigueur, sans souci, piece de resistance, etc. Group IV might be on the watch for advertisements or labels with any French words. This card would be particularly attractive to young people with its label for Petit Pois, Cafe du Monde, Bon Ami, its advertisement for Quelques Fleurs perfume (of course powders and perfumes will furnish a great number).

I have not by any means exhausted the possibilities for topics. I have said nothing of French novels and plays represented at the movies, Les Miserables, Les Trois Mousquetaires, Eugenie Grandet, Cyrano de Bergerac, etc., nor have I mentioned the chart that would deal with newspaper clippings which pertain to France, or the chart exhibiting French literary allusions. This last topic would be better for an advanced class. Instead of separating the class into groups for these various investigations it might be well, in order to arouse competition, to have one topic, the same one, assigned to every class.

The time spent in the class room is so limited that one must do all that one can to fill the language room with atmosphere, so that the pupils can be oversaturated while they are exposed to their French. I remember once visiting a class room which had a huge sign in the most conspicuous spot in the room: "Ici on parle frangais." At the time I thought it was an excellent warning for the students, but now I wonder if instead of creating French atmosphere, it didn't, on the contrary, destroy the atmosphere through the association the students probably formed between this sign and the American department store which invites. the patronage of the foreigner in its city. French life, history, and literature can be taught to a great extent by the pictures we have on the walls. Our space is limited, but we can find room for a few pictures which will represent the art and some phase of the life of the country or its literature and history. Every class room should have a French flag, a French calendar, a map of France with the names in French. Kirkman2 suggests that one side of the

' Kirkman: The Teaching of Foreign Languages.

champagne (alas!), hors d'e,uvres, will probably head the list. Group III would be interested in cutting out from magazines and newspapers any French word or expression found. It is almost impossible to read fiction without meeting such words and expres- sions as chef d'euvre, comme il faut, cherie, raison d'etre, savoir faire, embonpoint, costume de rigueur, sans souci, piece de resistance, etc. Group IV might be on the watch for advertisements or labels with any French words. This card would be particularly attractive to young people with its label for Petit Pois, Cafe du Monde, Bon Ami, its advertisement for Quelques Fleurs perfume (of course powders and perfumes will furnish a great number).

I have not by any means exhausted the possibilities for topics. I have said nothing of French novels and plays represented at the movies, Les Miserables, Les Trois Mousquetaires, Eugenie Grandet, Cyrano de Bergerac, etc., nor have I mentioned the chart that would deal with newspaper clippings which pertain to France, or the chart exhibiting French literary allusions. This last topic would be better for an advanced class. Instead of separating the class into groups for these various investigations it might be well, in order to arouse competition, to have one topic, the same one, assigned to every class.

The time spent in the class room is so limited that one must do all that one can to fill the language room with atmosphere, so that the pupils can be oversaturated while they are exposed to their French. I remember once visiting a class room which had a huge sign in the most conspicuous spot in the room: "Ici on parle frangais." At the time I thought it was an excellent warning for the students, but now I wonder if instead of creating French atmosphere, it didn't, on the contrary, destroy the atmosphere through the association the students probably formed between this sign and the American department store which invites. the patronage of the foreigner in its city. French life, history, and literature can be taught to a great extent by the pictures we have on the walls. Our space is limited, but we can find room for a few pictures which will represent the art and some phase of the life of the country or its literature and history. Every class room should have a French flag, a French calendar, a map of France with the names in French. Kirkman2 suggests that one side of the

' Kirkman: The Teaching of Foreign Languages.

355 355 355 355 355

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Page 5: The Use of Realia in the Teaching of French in Our Secondary Schools

GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW

map be merely an outline of the map of France, with only a few names of important places and rivers indicated. I should think this would be very safe for beginning classes, and as new places are met in the course of the year, these can be added on the map.

We want in the class room everything that creates French atmosphere. However, we should be careful not to crowd the room for there would be danger of ne pas voir la foret d cause des abres. A flag, a map, a calendar and a few outstanding pictures should form a part of the permanent equipment of the class room. Whatever other material is available should be used as special exhibits, which might last from a week to a month, according to the time required to absorb, as it were, the topic in question. Here is the opportunity of introducing to the class French coins, and at another time French stamps, and again theatre tickets, posters, railroad bulletins, and innumerable exhibits of postal cards, illustrating almost any phase of French culture we wish to bring to the attention of the class. We might even have a French proverb exhibit.

The material already described, aside from its cultural value, offers great possibilities from the practical point of view, it can all be used as background for subconscious exercises in comprehension. In the same way, the material chosen primarily for its value in such subconscious exercises can emphasize the life and customs of the French nation. We can readily see what a valuable source for this purpose are French magazine covers with typical scenes, French charts illustrating French family life, charts of La Fon- taine's fables: all of these bear the stamp of l'esprit franqais. Songs, which are valuable in the teaching of pronunciation, introduce to the student the folk lore of the foreign country. Music interprets the spirit of a nation, but again we are faced with the question of time. The use to any great extent of songs and of victrola records will have to be emphasized in the French Club.

The question of encyclopedias, dictionaries, etc., seems to fall more under the topic of Reference Books for the Language Library. However, a suggestion of Mr. Hess in the MODERN LANGUAGE

JOURNAL for October 1921 is not to be overlooked in a discussion of Realia. He speaks of the good to be derived from having in the class room catalogues of some of the largest stores of France. He mentions in particular a certain tarif-album which is une en-

map be merely an outline of the map of France, with only a few names of important places and rivers indicated. I should think this would be very safe for beginning classes, and as new places are met in the course of the year, these can be added on the map.

We want in the class room everything that creates French atmosphere. However, we should be careful not to crowd the room for there would be danger of ne pas voir la foret d cause des abres. A flag, a map, a calendar and a few outstanding pictures should form a part of the permanent equipment of the class room. Whatever other material is available should be used as special exhibits, which might last from a week to a month, according to the time required to absorb, as it were, the topic in question. Here is the opportunity of introducing to the class French coins, and at another time French stamps, and again theatre tickets, posters, railroad bulletins, and innumerable exhibits of postal cards, illustrating almost any phase of French culture we wish to bring to the attention of the class. We might even have a French proverb exhibit.

The material already described, aside from its cultural value, offers great possibilities from the practical point of view, it can all be used as background for subconscious exercises in comprehension. In the same way, the material chosen primarily for its value in such subconscious exercises can emphasize the life and customs of the French nation. We can readily see what a valuable source for this purpose are French magazine covers with typical scenes, French charts illustrating French family life, charts of La Fon- taine's fables: all of these bear the stamp of l'esprit franqais. Songs, which are valuable in the teaching of pronunciation, introduce to the student the folk lore of the foreign country. Music interprets the spirit of a nation, but again we are faced with the question of time. The use to any great extent of songs and of victrola records will have to be emphasized in the French Club.

The question of encyclopedias, dictionaries, etc., seems to fall more under the topic of Reference Books for the Language Library. However, a suggestion of Mr. Hess in the MODERN LANGUAGE

JOURNAL for October 1921 is not to be overlooked in a discussion of Realia. He speaks of the good to be derived from having in the class room catalogues of some of the largest stores of France. He mentions in particular a certain tarif-album which is une en-

map be merely an outline of the map of France, with only a few names of important places and rivers indicated. I should think this would be very safe for beginning classes, and as new places are met in the course of the year, these can be added on the map.

We want in the class room everything that creates French atmosphere. However, we should be careful not to crowd the room for there would be danger of ne pas voir la foret d cause des abres. A flag, a map, a calendar and a few outstanding pictures should form a part of the permanent equipment of the class room. Whatever other material is available should be used as special exhibits, which might last from a week to a month, according to the time required to absorb, as it were, the topic in question. Here is the opportunity of introducing to the class French coins, and at another time French stamps, and again theatre tickets, posters, railroad bulletins, and innumerable exhibits of postal cards, illustrating almost any phase of French culture we wish to bring to the attention of the class. We might even have a French proverb exhibit.

The material already described, aside from its cultural value, offers great possibilities from the practical point of view, it can all be used as background for subconscious exercises in comprehension. In the same way, the material chosen primarily for its value in such subconscious exercises can emphasize the life and customs of the French nation. We can readily see what a valuable source for this purpose are French magazine covers with typical scenes, French charts illustrating French family life, charts of La Fon- taine's fables: all of these bear the stamp of l'esprit franqais. Songs, which are valuable in the teaching of pronunciation, introduce to the student the folk lore of the foreign country. Music interprets the spirit of a nation, but again we are faced with the question of time. The use to any great extent of songs and of victrola records will have to be emphasized in the French Club.

The question of encyclopedias, dictionaries, etc., seems to fall more under the topic of Reference Books for the Language Library. However, a suggestion of Mr. Hess in the MODERN LANGUAGE

JOURNAL for October 1921 is not to be overlooked in a discussion of Realia. He speaks of the good to be derived from having in the class room catalogues of some of the largest stores of France. He mentions in particular a certain tarif-album which is une en-

map be merely an outline of the map of France, with only a few names of important places and rivers indicated. I should think this would be very safe for beginning classes, and as new places are met in the course of the year, these can be added on the map.

We want in the class room everything that creates French atmosphere. However, we should be careful not to crowd the room for there would be danger of ne pas voir la foret d cause des abres. A flag, a map, a calendar and a few outstanding pictures should form a part of the permanent equipment of the class room. Whatever other material is available should be used as special exhibits, which might last from a week to a month, according to the time required to absorb, as it were, the topic in question. Here is the opportunity of introducing to the class French coins, and at another time French stamps, and again theatre tickets, posters, railroad bulletins, and innumerable exhibits of postal cards, illustrating almost any phase of French culture we wish to bring to the attention of the class. We might even have a French proverb exhibit.

The material already described, aside from its cultural value, offers great possibilities from the practical point of view, it can all be used as background for subconscious exercises in comprehension. In the same way, the material chosen primarily for its value in such subconscious exercises can emphasize the life and customs of the French nation. We can readily see what a valuable source for this purpose are French magazine covers with typical scenes, French charts illustrating French family life, charts of La Fon- taine's fables: all of these bear the stamp of l'esprit franqais. Songs, which are valuable in the teaching of pronunciation, introduce to the student the folk lore of the foreign country. Music interprets the spirit of a nation, but again we are faced with the question of time. The use to any great extent of songs and of victrola records will have to be emphasized in the French Club.

The question of encyclopedias, dictionaries, etc., seems to fall more under the topic of Reference Books for the Language Library. However, a suggestion of Mr. Hess in the MODERN LANGUAGE

JOURNAL for October 1921 is not to be overlooked in a discussion of Realia. He speaks of the good to be derived from having in the class room catalogues of some of the largest stores of France. He mentions in particular a certain tarif-album which is une en-

map be merely an outline of the map of France, with only a few names of important places and rivers indicated. I should think this would be very safe for beginning classes, and as new places are met in the course of the year, these can be added on the map.

We want in the class room everything that creates French atmosphere. However, we should be careful not to crowd the room for there would be danger of ne pas voir la foret d cause des abres. A flag, a map, a calendar and a few outstanding pictures should form a part of the permanent equipment of the class room. Whatever other material is available should be used as special exhibits, which might last from a week to a month, according to the time required to absorb, as it were, the topic in question. Here is the opportunity of introducing to the class French coins, and at another time French stamps, and again theatre tickets, posters, railroad bulletins, and innumerable exhibits of postal cards, illustrating almost any phase of French culture we wish to bring to the attention of the class. We might even have a French proverb exhibit.

The material already described, aside from its cultural value, offers great possibilities from the practical point of view, it can all be used as background for subconscious exercises in comprehension. In the same way, the material chosen primarily for its value in such subconscious exercises can emphasize the life and customs of the French nation. We can readily see what a valuable source for this purpose are French magazine covers with typical scenes, French charts illustrating French family life, charts of La Fon- taine's fables: all of these bear the stamp of l'esprit franqais. Songs, which are valuable in the teaching of pronunciation, introduce to the student the folk lore of the foreign country. Music interprets the spirit of a nation, but again we are faced with the question of time. The use to any great extent of songs and of victrola records will have to be emphasized in the French Club.

The question of encyclopedias, dictionaries, etc., seems to fall more under the topic of Reference Books for the Language Library. However, a suggestion of Mr. Hess in the MODERN LANGUAGE

JOURNAL for October 1921 is not to be overlooked in a discussion of Realia. He speaks of the good to be derived from having in the class room catalogues of some of the largest stores of France. He mentions in particular a certain tarif-album which is une en-

356 356 356 356 356

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Page 6: The Use of Realia in the Teaching of French in Our Secondary Schools

THE USE OF REALIA THE USE OF REALIA THE USE OF REALIA THE USE OF REALIA THE USE OF REALIA

cyclopedie pratique with 50,000 illustrations, with an excellent index arranged in such a way that if one wanted to find the word muffler, he need only look under habillement and there are found two illustrations with the proper French word for each. We have the advantage of getting at the word without the inter- vention of the English.

A still more important question arises. What part should Realia play in the texts that we choose? Mr. Guerard, who believes that the study of civilization may begin with the first year of language study, takes a sane view when he says "other things being equal, a book which creates a French atmosphere and embodies some information about France is to be preferred."3 By "other things being equal" Mr. Guerard means that we cannot lose sight of our immediate aims in choosing a French text. Authors of modern language texts are bound to realize more and more the importance of introducing into their books the distinctive genius of the nation in question. Mr. Guerard calls our attention to the progress that has been recently made in the illustrations in text books and he believes that in a few years we shall be as critical of pictures in a book as of the grammar. Bahlsen even believes in reproducing in texts original letters in characteristic handwriting "for", he says,"it is a much lamented drawback that even our advanced pupils, in spite of thorough mastery of the foreign language, are not able to decipher letters written by foreigners."4 The resourceful teacher will supply a great deal that the grammar or reader may merely suggest. What live instructor could resist the opportunity of introducing to his class the material which stories of Daudet, Coppee, or Merimee suggest? What instructor will permit his class to read La Derniere Classe or Les Oberle without furnishing the political and social back- ground?

Although the ultimate aims of modern language teaching are the more important, nevertheless the immediate aims claim the greater part of our time in the Secondary School and therefore we are not advocating a special course in the civilization of the foreign country. First, there is not the time for it and secondly, the average High School student isn't ready for it; we cannot

' Gudrard: The Teaching of French Civilization. 4 Bahlsen: The Teaching of Modern Languages.

cyclopedie pratique with 50,000 illustrations, with an excellent index arranged in such a way that if one wanted to find the word muffler, he need only look under habillement and there are found two illustrations with the proper French word for each. We have the advantage of getting at the word without the inter- vention of the English.

A still more important question arises. What part should Realia play in the texts that we choose? Mr. Guerard, who believes that the study of civilization may begin with the first year of language study, takes a sane view when he says "other things being equal, a book which creates a French atmosphere and embodies some information about France is to be preferred."3 By "other things being equal" Mr. Guerard means that we cannot lose sight of our immediate aims in choosing a French text. Authors of modern language texts are bound to realize more and more the importance of introducing into their books the distinctive genius of the nation in question. Mr. Guerard calls our attention to the progress that has been recently made in the illustrations in text books and he believes that in a few years we shall be as critical of pictures in a book as of the grammar. Bahlsen even believes in reproducing in texts original letters in characteristic handwriting "for", he says,"it is a much lamented drawback that even our advanced pupils, in spite of thorough mastery of the foreign language, are not able to decipher letters written by foreigners."4 The resourceful teacher will supply a great deal that the grammar or reader may merely suggest. What live instructor could resist the opportunity of introducing to his class the material which stories of Daudet, Coppee, or Merimee suggest? What instructor will permit his class to read La Derniere Classe or Les Oberle without furnishing the political and social back- ground?

Although the ultimate aims of modern language teaching are the more important, nevertheless the immediate aims claim the greater part of our time in the Secondary School and therefore we are not advocating a special course in the civilization of the foreign country. First, there is not the time for it and secondly, the average High School student isn't ready for it; we cannot

' Gudrard: The Teaching of French Civilization. 4 Bahlsen: The Teaching of Modern Languages.

cyclopedie pratique with 50,000 illustrations, with an excellent index arranged in such a way that if one wanted to find the word muffler, he need only look under habillement and there are found two illustrations with the proper French word for each. We have the advantage of getting at the word without the inter- vention of the English.

A still more important question arises. What part should Realia play in the texts that we choose? Mr. Guerard, who believes that the study of civilization may begin with the first year of language study, takes a sane view when he says "other things being equal, a book which creates a French atmosphere and embodies some information about France is to be preferred."3 By "other things being equal" Mr. Guerard means that we cannot lose sight of our immediate aims in choosing a French text. Authors of modern language texts are bound to realize more and more the importance of introducing into their books the distinctive genius of the nation in question. Mr. Guerard calls our attention to the progress that has been recently made in the illustrations in text books and he believes that in a few years we shall be as critical of pictures in a book as of the grammar. Bahlsen even believes in reproducing in texts original letters in characteristic handwriting "for", he says,"it is a much lamented drawback that even our advanced pupils, in spite of thorough mastery of the foreign language, are not able to decipher letters written by foreigners."4 The resourceful teacher will supply a great deal that the grammar or reader may merely suggest. What live instructor could resist the opportunity of introducing to his class the material which stories of Daudet, Coppee, or Merimee suggest? What instructor will permit his class to read La Derniere Classe or Les Oberle without furnishing the political and social back- ground?

Although the ultimate aims of modern language teaching are the more important, nevertheless the immediate aims claim the greater part of our time in the Secondary School and therefore we are not advocating a special course in the civilization of the foreign country. First, there is not the time for it and secondly, the average High School student isn't ready for it; we cannot

' Gudrard: The Teaching of French Civilization. 4 Bahlsen: The Teaching of Modern Languages.

cyclopedie pratique with 50,000 illustrations, with an excellent index arranged in such a way that if one wanted to find the word muffler, he need only look under habillement and there are found two illustrations with the proper French word for each. We have the advantage of getting at the word without the inter- vention of the English.

A still more important question arises. What part should Realia play in the texts that we choose? Mr. Guerard, who believes that the study of civilization may begin with the first year of language study, takes a sane view when he says "other things being equal, a book which creates a French atmosphere and embodies some information about France is to be preferred."3 By "other things being equal" Mr. Guerard means that we cannot lose sight of our immediate aims in choosing a French text. Authors of modern language texts are bound to realize more and more the importance of introducing into their books the distinctive genius of the nation in question. Mr. Guerard calls our attention to the progress that has been recently made in the illustrations in text books and he believes that in a few years we shall be as critical of pictures in a book as of the grammar. Bahlsen even believes in reproducing in texts original letters in characteristic handwriting "for", he says,"it is a much lamented drawback that even our advanced pupils, in spite of thorough mastery of the foreign language, are not able to decipher letters written by foreigners."4 The resourceful teacher will supply a great deal that the grammar or reader may merely suggest. What live instructor could resist the opportunity of introducing to his class the material which stories of Daudet, Coppee, or Merimee suggest? What instructor will permit his class to read La Derniere Classe or Les Oberle without furnishing the political and social back- ground?

Although the ultimate aims of modern language teaching are the more important, nevertheless the immediate aims claim the greater part of our time in the Secondary School and therefore we are not advocating a special course in the civilization of the foreign country. First, there is not the time for it and secondly, the average High School student isn't ready for it; we cannot

' Gudrard: The Teaching of French Civilization. 4 Bahlsen: The Teaching of Modern Languages.

cyclopedie pratique with 50,000 illustrations, with an excellent index arranged in such a way that if one wanted to find the word muffler, he need only look under habillement and there are found two illustrations with the proper French word for each. We have the advantage of getting at the word without the inter- vention of the English.

A still more important question arises. What part should Realia play in the texts that we choose? Mr. Guerard, who believes that the study of civilization may begin with the first year of language study, takes a sane view when he says "other things being equal, a book which creates a French atmosphere and embodies some information about France is to be preferred."3 By "other things being equal" Mr. Guerard means that we cannot lose sight of our immediate aims in choosing a French text. Authors of modern language texts are bound to realize more and more the importance of introducing into their books the distinctive genius of the nation in question. Mr. Guerard calls our attention to the progress that has been recently made in the illustrations in text books and he believes that in a few years we shall be as critical of pictures in a book as of the grammar. Bahlsen even believes in reproducing in texts original letters in characteristic handwriting "for", he says,"it is a much lamented drawback that even our advanced pupils, in spite of thorough mastery of the foreign language, are not able to decipher letters written by foreigners."4 The resourceful teacher will supply a great deal that the grammar or reader may merely suggest. What live instructor could resist the opportunity of introducing to his class the material which stories of Daudet, Coppee, or Merimee suggest? What instructor will permit his class to read La Derniere Classe or Les Oberle without furnishing the political and social back- ground?

Although the ultimate aims of modern language teaching are the more important, nevertheless the immediate aims claim the greater part of our time in the Secondary School and therefore we are not advocating a special course in the civilization of the foreign country. First, there is not the time for it and secondly, the average High School student isn't ready for it; we cannot

' Gudrard: The Teaching of French Civilization. 4 Bahlsen: The Teaching of Modern Languages.

357 357 357 357 357

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Page 7: The Use of Realia in the Teaching of French in Our Secondary Schools

GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW GLADYS ANNE RENSHAW

expect him to learn facts about the foreign country which he does not know about his own. But we are advocating an intelligent pro- cedure in the teaching of a modern foreign language. Too many students leave High School with the impression that studying French means nothing more than the attempt to master irregular verbs, to apply the rule for the agreement of past participles, the position of pronoun objects, the use of the subjunctive, etc. Too often at the end of a two or sometimes of a four year course they know little more about France and its people than they knew when they started the study of French; they still have the idea that in order to create a Frenchman out of any individual all that is necessary is to have him wear a goatee and place the wrong "emphasis" on every polysyllabic word. They still char- acterize France as the country where it is difficult to get a daily bath.

The teacher is alone to blame for such a situation. I repeat, the High School is not expected to give a course in French Civiliza- tion; such a course is very valuable, but its place is in the college curriculum. But the teacher of French in the Secondary School can and must instill in his pupils an understanding of the traits and spirit and national development of the nation by creating a French atmosphere in the class room, by spending just a few minutes each day and whenever the occasion presents itself in the

grammar or reader or elsewhere in teaching the foreign nation's character and achievements. Facts as facts may not remain in the student's memory, but that is not the point. What we want to do is to stimulate the interests of our students and to make the

study of French a happy experience. The teacher will have suc- ceeded who has developed in his students a "recreational mood of

curiosity," who has created the right attitude toward the studying of a foreign language, the understanding that language is a means of communication and that enjoyable communication is possible only when there is understanding. The teacher will have succeeded who has taught his students "to find common elements in various lands and times and to grow to a much needed world understanding and sympathy."5 GLADYS ANNE RENSHAW

Newcomb College of Tulane University New Orleans, La.

6 Report of Nat. Cor. on Reading. Nat. Society for the study of Ed.

expect him to learn facts about the foreign country which he does not know about his own. But we are advocating an intelligent pro- cedure in the teaching of a modern foreign language. Too many students leave High School with the impression that studying French means nothing more than the attempt to master irregular verbs, to apply the rule for the agreement of past participles, the position of pronoun objects, the use of the subjunctive, etc. Too often at the end of a two or sometimes of a four year course they know little more about France and its people than they knew when they started the study of French; they still have the idea that in order to create a Frenchman out of any individual all that is necessary is to have him wear a goatee and place the wrong "emphasis" on every polysyllabic word. They still char- acterize France as the country where it is difficult to get a daily bath.

The teacher is alone to blame for such a situation. I repeat, the High School is not expected to give a course in French Civiliza- tion; such a course is very valuable, but its place is in the college curriculum. But the teacher of French in the Secondary School can and must instill in his pupils an understanding of the traits and spirit and national development of the nation by creating a French atmosphere in the class room, by spending just a few minutes each day and whenever the occasion presents itself in the

grammar or reader or elsewhere in teaching the foreign nation's character and achievements. Facts as facts may not remain in the student's memory, but that is not the point. What we want to do is to stimulate the interests of our students and to make the

study of French a happy experience. The teacher will have suc- ceeded who has developed in his students a "recreational mood of

curiosity," who has created the right attitude toward the studying of a foreign language, the understanding that language is a means of communication and that enjoyable communication is possible only when there is understanding. The teacher will have succeeded who has taught his students "to find common elements in various lands and times and to grow to a much needed world understanding and sympathy."5 GLADYS ANNE RENSHAW

Newcomb College of Tulane University New Orleans, La.

6 Report of Nat. Cor. on Reading. Nat. Society for the study of Ed.

expect him to learn facts about the foreign country which he does not know about his own. But we are advocating an intelligent pro- cedure in the teaching of a modern foreign language. Too many students leave High School with the impression that studying French means nothing more than the attempt to master irregular verbs, to apply the rule for the agreement of past participles, the position of pronoun objects, the use of the subjunctive, etc. Too often at the end of a two or sometimes of a four year course they know little more about France and its people than they knew when they started the study of French; they still have the idea that in order to create a Frenchman out of any individual all that is necessary is to have him wear a goatee and place the wrong "emphasis" on every polysyllabic word. They still char- acterize France as the country where it is difficult to get a daily bath.

The teacher is alone to blame for such a situation. I repeat, the High School is not expected to give a course in French Civiliza- tion; such a course is very valuable, but its place is in the college curriculum. But the teacher of French in the Secondary School can and must instill in his pupils an understanding of the traits and spirit and national development of the nation by creating a French atmosphere in the class room, by spending just a few minutes each day and whenever the occasion presents itself in the

grammar or reader or elsewhere in teaching the foreign nation's character and achievements. Facts as facts may not remain in the student's memory, but that is not the point. What we want to do is to stimulate the interests of our students and to make the

study of French a happy experience. The teacher will have suc- ceeded who has developed in his students a "recreational mood of

curiosity," who has created the right attitude toward the studying of a foreign language, the understanding that language is a means of communication and that enjoyable communication is possible only when there is understanding. The teacher will have succeeded who has taught his students "to find common elements in various lands and times and to grow to a much needed world understanding and sympathy."5 GLADYS ANNE RENSHAW

Newcomb College of Tulane University New Orleans, La.

6 Report of Nat. Cor. on Reading. Nat. Society for the study of Ed.

expect him to learn facts about the foreign country which he does not know about his own. But we are advocating an intelligent pro- cedure in the teaching of a modern foreign language. Too many students leave High School with the impression that studying French means nothing more than the attempt to master irregular verbs, to apply the rule for the agreement of past participles, the position of pronoun objects, the use of the subjunctive, etc. Too often at the end of a two or sometimes of a four year course they know little more about France and its people than they knew when they started the study of French; they still have the idea that in order to create a Frenchman out of any individual all that is necessary is to have him wear a goatee and place the wrong "emphasis" on every polysyllabic word. They still char- acterize France as the country where it is difficult to get a daily bath.

The teacher is alone to blame for such a situation. I repeat, the High School is not expected to give a course in French Civiliza- tion; such a course is very valuable, but its place is in the college curriculum. But the teacher of French in the Secondary School can and must instill in his pupils an understanding of the traits and spirit and national development of the nation by creating a French atmosphere in the class room, by spending just a few minutes each day and whenever the occasion presents itself in the

grammar or reader or elsewhere in teaching the foreign nation's character and achievements. Facts as facts may not remain in the student's memory, but that is not the point. What we want to do is to stimulate the interests of our students and to make the

study of French a happy experience. The teacher will have suc- ceeded who has developed in his students a "recreational mood of

curiosity," who has created the right attitude toward the studying of a foreign language, the understanding that language is a means of communication and that enjoyable communication is possible only when there is understanding. The teacher will have succeeded who has taught his students "to find common elements in various lands and times and to grow to a much needed world understanding and sympathy."5 GLADYS ANNE RENSHAW

Newcomb College of Tulane University New Orleans, La.

6 Report of Nat. Cor. on Reading. Nat. Society for the study of Ed.

expect him to learn facts about the foreign country which he does not know about his own. But we are advocating an intelligent pro- cedure in the teaching of a modern foreign language. Too many students leave High School with the impression that studying French means nothing more than the attempt to master irregular verbs, to apply the rule for the agreement of past participles, the position of pronoun objects, the use of the subjunctive, etc. Too often at the end of a two or sometimes of a four year course they know little more about France and its people than they knew when they started the study of French; they still have the idea that in order to create a Frenchman out of any individual all that is necessary is to have him wear a goatee and place the wrong "emphasis" on every polysyllabic word. They still char- acterize France as the country where it is difficult to get a daily bath.

The teacher is alone to blame for such a situation. I repeat, the High School is not expected to give a course in French Civiliza- tion; such a course is very valuable, but its place is in the college curriculum. But the teacher of French in the Secondary School can and must instill in his pupils an understanding of the traits and spirit and national development of the nation by creating a French atmosphere in the class room, by spending just a few minutes each day and whenever the occasion presents itself in the

grammar or reader or elsewhere in teaching the foreign nation's character and achievements. Facts as facts may not remain in the student's memory, but that is not the point. What we want to do is to stimulate the interests of our students and to make the

study of French a happy experience. The teacher will have suc- ceeded who has developed in his students a "recreational mood of

curiosity," who has created the right attitude toward the studying of a foreign language, the understanding that language is a means of communication and that enjoyable communication is possible only when there is understanding. The teacher will have succeeded who has taught his students "to find common elements in various lands and times and to grow to a much needed world understanding and sympathy."5 GLADYS ANNE RENSHAW

Newcomb College of Tulane University New Orleans, La.

6 Report of Nat. Cor. on Reading. Nat. Society for the study of Ed.

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